Post on 07-Jul-2016
description
Foreing Language Acquisition
Leonela PintaJessica Castillo
UNIVERSIDAD NACIONAL DE LOJAÁREA DE LA EDUCACIÓN, EL ARTE Y LA
COMUNICACIÓNENGLISH LANGUAGE DEPARTMENT
SEMANTICS
May 2016
DIFFERENCES
The process is not linear: It is more like a zigzag process (i.e. regular past tense, the morpheme “ed” in its written form, pronounced three different ways).
Developmental Patterns
Stages
Stage I Pre-production (Silent Period)
It is observed at the beginning of exposure to the
new language. It may last from a couple of days to several (months).
Stage II: Early production
This stage may last up to six months and students will develop a receptive and active vocabulary of about 1000 words.
Stages
• Stage III: Speech emergence
Students have developed a vocabulary of about 3,000 words
and can communicate with simple phrases and sentences. They will ask simple questions, that may or may not be grammatically correct, such as “ May I go to bathroom? ”
Stages
Stage IV: Intermediate fluency
English language learners at the intermediate
fluency stage have a vocabulary of 6000 active
words. They are beginning to use more
complex sentences when speaking and writing
and are willing to express opinions and share
their thoughts. They will ask questions to
clarify what they are learning in class.
Stages
Stage IV: Intermediate fluencyStudent writing at this stage will have many
errors as ELLs try to master the complexity of English grammar and sentence structure. Many students may be translating written assignments from native language. They should be expected to synthesize what they have learned and to make inferences from that learning.
Stages
Stage V: Advanced Fluency
It takes students from 4-10 years to achieve cognitive academic language proficiency in a second language. Student at this stage will be near-native in their ability to perform in content area learning.
Stages
Parts of the brain involved in language learning
Wernicke's area Identified by Carl Wernicke in 1874, its main function is thee
comprehension of language and the ability to communicate coherent ideas, whether the language is vocal, written, signed
It is located between the auditory cortex and the visual cortex, with some branches extending around the posterior section of the lateral sulcus, in the parietal lobe.
Broca's area
Broca's area follows Wernicke's area, and as such they both are usually located in the left hemisphere of the brain.
Broca's area is involved mostly in the production of speech. Given its proximity to the motor cortex, neurons from Broca's area send signals to the larynx, tongue and mouth motor areas, which in turn send the signals to the corresponding muscles, thus allowing the creation of sounds.
Parts of the brain involved in language learning
Cortical thickness and verbal fluency
Recent studies have shown that the rate of increase in raw vocabulary fluency was positively correlated with the rate of cortical thinning. In other words, greater performance improvements were associated with greater thinning.
One theory for the relation between cortical thinning and improved language fluency is the effect that synaptic pruning has in signaling between neurons. If cortical thinning reflects synaptic pruning, then pruning may occur relatively early for language-based abilities.
The strongest correlations between language fluency and cortical thicknesses were found in the temporal lobe and temporal–parietal junction. Significant correlations were also found in the auditory cortex, the somatosensory cortex related to the organs responsible for speech (lips, tongue and mouth), and frontal and parietal regions related to attention and performance monitoring.
Parts of the brain involved in language learning
LONG-TERM MEMORY & SHORT-TERM MEMORY
Memory TypesThere are two major categories of memory: long-term memory and short-term memory.
LONG-TERM MEMORYA long-term memory is anything you remember that happened more than a few minutes ago. Long-term memories can last for just a few days, or for many
years.
There are many different forms of long-term memories. The two major subdivisions are explicit memory and implicit memory.
Explicit memories are those that you consciously remember, such as an event in your life or a particular fact.
Implicit memories are those that you do without thinking about, like riding a bike—you once learned how, and you remembered how, but now do it without conscious thought.
SHORT-TERM MEMORY
Short-term memory is closely related to "working memory"—is like a receptionist for the brain. As one of two main memory types, short-term memory is responsible for storing information temporarily and determining if it will be dismissed or transferred on to long-term memory.
Working Memory vs. Short-Term Memory
Working memory is a newer concept than short-term memory. The two are often
used interchangeably; however, working memory emphasizes the brain's
manipulation of information it receives (using it, storing it, and so on), while short-term memory is a more passive
concept. Working memory is often thought of as the brain's "scratch pad"
that keeps information – a number, name, or whatever else – on hand just long
enough to use.